Evaluating the Effectiveness of Heggerty's Phonemic Awareness Curriculum with First Graders

Date of Award

Winter 12-14-2023

Document Type

Project (696 or 796 registration)

Degree Name

Master of Science in School Psychology


Graduate Studies

Committee Chair

Amber Visina


This project evaluated the impact of the Heggerty phonemic awareness intervention on the reading skills of four first-grade students attending a rural elementary school in the Midwest United States. All four students were in general education and received 30 minutes of Path to Reading Excellence in School Sites (PRESS) intervention at their school daily. The Heggerty curriculum was a supplemental intervention given three times weekly for approximately fifteen minutes. The results of this project showed some progress for each of the four students. Still, it was unclear whether these students’ PRESS reading intervention or Heggerty intervention was what helped this progress. This paper discusses the importance of phonemic awareness, phonics, and early reading in elementary school and comprehensively analyzes the Heggerty intervention.

Abstract only: No full text available.